Related Experiment Video
Updated: Oct 15, 2025
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Measuring Sensitivity to Viewpoint Change with and without Stereoscopic Cues
Published on: December 4, 2013
4.6K
Multiperspectivity as a Process of Understanding and Reflection: Introduction to a Model for Perspective-Taking in
Dina Vasiljuk1, Alexandra Budke1
1Institute for Geography Education, University of Cologne, Gronewaldstraße 2, 50931 Cologne, Germany.
Summary
Developing a competency model for perspective-taking in geography education is crucial for understanding complex issues. Current teaching materials show limited promotion of these essential skills.
Area of Science:
- Geography Education
- Social Sciences
- Educational Psychology
Background:
- Perspective-taking is vital for comprehending complex issues and conflicts involving diverse actors and viewpoints.
- A specific competency model for perspective-taking in geography education has been lacking.
- This study addresses the need for a structured model to evaluate and enhance perspective-taking skills in educational contexts.
Purpose of the Study:
- To develop a competency model for perspective-taking specifically for geography education.
- To analyze existing geography education materials using the developed model.
- To assess the extent to which current tasks in geography education promote perspective-taking competencies.
Main Methods:
- A competency model for perspective-taking was developed.
- The model was applied to analyze 28 articles from four German-speaking geography education practice journals.
- Analysis focused on the perspective-taking competency dimensions required by tasks in lesson concepts.
Main Results:
- The analysis revealed that tasks in the reviewed articles minimally promoted competence-oriented geography teaching regarding perspective-taking.
- Significant gaps were identified in how current educational tasks foster the development of perspective-taking skills.
- The study highlights a disconnect between the importance of perspective-taking and its integration into teaching practices.
Conclusions:
- The developed competency model serves as an effective tool for evaluating teaching materials.
- The model can guide the development of new materials that better integrate and promote perspective-taking skills.
- There is a clear need to enhance geography education to better cultivate students' perspective-taking abilities.
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